Saigling Elementary School 2026

Laurie Groen

Saigling Elementary School - 5th Grade Science/Social Studies Teacher
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Teaching Philosophy

My teaching philosophy is rooted in the belief that curiosity is the foundation of all learning. Before becoming a teacher, I worked as a scientist for the United States Geological Survey (USGS), where my role focused on observing, analyzing, and understanding the natural world through the lens of the wind turbine industry. While that work was rewarding in its own way, I found myself drawn to the idea that my greatest contribution could come not from collecting data, but from inspiring the next generation to see themselves as scientists and learners.

As a fifth-grade science and social studies teacher, I view these subjects as deeply connected. Both subjects require students to ask questions, examine evidence, and analyze cause and effect. My background as a scientist informs how I teach both subjects, emphasizing inquiry-based learning. I believe this is what sets me apart as an outstanding teacher. I want students to understand that science and social studies are not just bodies of information, but ways of thinking about the world. I strive to create a classroom environment that mirrors the work of historians and scientists while remaining engaging. This is also the most rewarding part of teaching for me because it allows me to see student curiosity take shape in real time. I want my students to experience science and social studies as something they do, not just something they memorize.

A teacher's strength in the classroom comes from the effectiveness of their teaching as well as their real-world experiences. A core component of my teaching philosophy is making learning relevant and accessible. Drawing on my experience with the USGS, I regularly connect classroom learning to real-world applications. When students understand how science and social studies connect to their everyday lives and the world around them, their engagement and motivation increase. I want students to recognize that science and social studies matter—not just in school, but in their communities and future decisions.

Across both subjects, student engagement is a priority. I believe students learn best when they are active participants in their learning, so my instruction incorporates discussion, collaboration, movement, and problem-solving. I use a variety of instructional strategies to meet diverse learning needs. This ensures that all students feel supported and capable of success. Seeing students experience "aha" moments as they discover content is a powerful and lasting process that makes teaching truly gratifying.

Creating a positive and inclusive classroom environment is central to my philosophy. I want every student to feel valued, confident, and safe taking academic risks. Mistakes are treated as opportunities for growth, reinforcing a growth mindset and resilience. By fostering a classroom culture of curiosity and respect, students are more willing to ask questions and engage deeply with content. Teaching provides me with a sense of purpose that comes from shaping not only academic skills, but also curiosity, perseverance, and a growth mindset.

My transition from scientist to teacher was driven by passion and purpose. While my work at the USGS contributed to scientific knowledge, teaching allows me to shape how students think about science, society, and their role within both. When students leave my classroom, I want them to see themselves as capable thinkers. If I can inspire that mindset, then I know I am making the lasting impact that led me to choose teaching as my profession in the first place.

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Principal's Recommendation

To the Teacher of the Year Selection Committee:

Teaching has always been more than a job for Laurie Groen—it is a way she serves her students, families, and the entire school community. Teaching in the same classroom once led by her mother, Laurie carries forward a generational legacy of care, dedication, and high expectations for students.

That sense of service shows up daily in her work beyond the classroom. As a former Green Schools leader, she has taken pride in caring for our campus grounds and garden, helping students understand the importance of stewardship and responsibility. She also dedicates countless hours to organizing meaningful experiences such as the fifth-grade camp and the campus science fair, creating opportunities for students to learn, grow, and build lasting memories.

Laurie leads with a servant's heart. As a team lead, she is thoughtful, calm, and focused on what is best for students and the team as a whole. She supports others without seeking recognition and consistently keeps the bigger picture in mind. Colleagues trust Laurie because she listens, collaborates, and leads by example. Her leadership strengthens her team and contributes to a positive, unified campus culture.

One of Laurie's greatest strengths is the relationships she builds with students and families. These relationships are rooted in professionalism, trust, and genuine care, and they often continue well beyond the school year. At the same time, Laurie is deeply committed to her own growth. She seeks out professional learning, tries new instructional strategies, asks for feedback, and welcomes coaching. In doing so, she models the lifelong learning we want for our students. Through her service, leadership, and commitment to continuous improvement, Laurie Groen truly represents what it means to be Teacher of the Year.

Sincerely,

Connie Matthews
Principal
Saigling Elementary School